Translator Trainers’ Beliefs and Teaching Practices in Translation Competence: A Case Study of an Undergraduate Translation Program at a Saudi University

Abstract

Abstract

 Translation competence is the central aim of any translation program to bring all students to the highest level of this competence. This study investigates beliefs and practices of translator trainers on the development of students’ translation competence in a case study program at a Saudi University. First, the study uses a closed-ended questionnaire to explore translator trainers’ beliefs and their practices to detect discrepancies. Then, to draw out the areas that need to be developed. It highlights the reasons behind these discrepancies and their potential effects on the students using semi-structured interviews with translator trainers. The findings show that there are discrepancies between translator trainers’ beliefs and their classroom practices. Not all translator trainers are fully aware of the significance of the sub-competences of translator competence, and this led to all the sub-competences being not fully focused on during teaching. The implications of the study necessitate to provide training for translator trainers on the sub-competences of translation competence and to equip the program with well-trained trainers.  

Keywords: translation competence, trainers’ beliefs, teaching practices, students’ translation competence.